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Wickberg Hugerth, Mattias, Nouri, Jalal, Åkerfeldt, Anna. "I should, but I don't feel like it" : overcoming obstacles in upper secondary students' self-regulation using learning analytics. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 89–111.

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Dostálová, Nicol, Plch, Lukáš. A scoping review of webcam eye tracking in learning and education . Studia paedagogica. 2023, vol. 28, iss. 3, pp. 113–131.

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Al Ajeilat Kousalová, Barbora. Vocabulary learning strategies, self-regulated learning and learners' outcomes in primary school pair work. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 133–163.

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Smith, Kari, Brücknerová, Karla. Rethinking the essential questions in higher education : editorial. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 5–7.

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Lintner, Tomáš, Šeďová, Klára. Aiming for active student participation in online university lessons : a case study of two teachers during emergency remote teaching. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 9–34.

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Almeida, Marta Mateus de, Viana, Joana, Alves, Mariana Gaio. Exploring teaching conceptions and practices : a qualitative study with higher education teachers in Portugal. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 35–53.

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Lehesvuori, Sami, Ketonen, Laura, Hähkiöniemi, Markus. Utilizing informal formative assessment and dialogicity during reflections on educational dialogue in mathematics. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 55–75.

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Dostálová, Nicol, Juhaňák, Libor, Plch, Lukáš. A narrative review of eye-tracking research on self-regulated learning from multimedia learning materials in higher education. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 77–96.

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Říčan, Jaroslav, Kroufek, Roman. Factor structure of a self-report questionnaire determining the epistemic beliefs of primary school and kindergarten student teachers in the science domain. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 97–129.

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Nekardová, Barbora. The role of peer learning among university teachers in integrating digital technologies into higher education teaching. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 131–149.

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Cosijns, Lev, Olshanetsky, Haggai. Did the Byzantine Negev settlements exhaust the surrounding environment? : a response to "Environment and horticulture in the Byzantine Negev Desert, Israel: sustainability, prosperity and enigmatic decline". Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 5–14.

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Lebedeva, Iuliana. The west in the mentality of the Greeks of the 8th century BC. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 25–46.

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Loginov, Aleksandr Vladimirovič, Davydov, Tichon Georgijevič, Zbarackij, Bogdan Anatol'jevič. Le gage dans les lois de Gortyne du Ve siècle avant J.-C.. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 47–72.

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Martínez, Javier, Labiano, Mikel. Epicurus and the paradox of hedonism. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 73–84.

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Mazalová, Lucie, Mutlová, Petra. Melancholy about the lay chalice : the polemic between John of Capistrano and John of Borotín. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 85–99.

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Papamichali, Olga, Kalachanis, Konstantinos, Dimitrijević, Milan S.. The bear mythology : an enduring archetypical tale of feminine empowerment, adulthood and motherhood. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 101–111.

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La Roi, Ezra. Towards a chronology of the modal particles : the diachronic spread in the Ancient Greek mood system. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 113–135.

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Šimon, František, Steger, Florian. Celebration of a military doctor : an unknown poem by Johannes Gregor Macer Szepsius (ca. 1530 – after 1579). Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 137–144.

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Tarrío, Ana María S.. Columella in Russian culture : notes on Sangermanensis (St. Petersburg Cl. lat. F. v. 1). Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 145–159.

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Šmìher, Taras Volodymyrovyč. [Brodňanská, Erika; Koželová, Adriána. Gregor z Nazianzu: morálna poézia]. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 161–162.

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Zavřel, Viktor. [Aristotelés. How to tell a story: an ancient guide to the art of storytelling for writers and readers. Translanted and introduced by Philip Freeman]. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 163–165.

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Hlaďo, Petr, Novotný, Petr, Schuchart, Claudia. Success and failure in upper secondary education : editorial. Studia paedagogica. 2022, vol. 27, iss. 4, pp. 5–9.

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Dvořák, Dominik, Simonová, Jaroslava, Vyhnálek, Jan, Gal, Petr. Days after a choice is made : transition to professional and vocational upper secondary schools in Czechia. Studia paedagogica. 2022, vol. 27, iss. 4, pp. 11–43.

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Rolfe, Victoria, Rosén, Monica. Delays and dropouts : identifying risks of suboptimal post-compulsory educational pathways in Sweden. Studia paedagogica. 2022, vol. 27, iss. 4, pp. 45–77.

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Macagno, Fabrizio, Rapanta, Chrysi. The dimensions of argumentative texts and their assessment. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 11–44.

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Švaříček, Roman. The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 143–171.

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McNaughton, Stuart, Zhu, Tong, Rosedale, Naomi, Oldehaver, Jacinta, Jesson, Rebecca, Greenleaf, Cynthia. Critical perspective taking : promoting and assessing online written argumentation for dialogic focus. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 119–141.

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Hähkiöniemi, Markus, Lehesvuori, Sami, Nieminen, Pasi, Hiltunen, Jenna, Jokiranta, Kaisa. Three dimensions of dialogicity in dialogic argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 199–219.

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Rapanta, Chrysi. Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 45–61.

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Gronostay, Dorothee. Are classroom discussions on controversial political issues in civic education lessons cognitively challenging? : a closer look at discussions with assigned positions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 85–100.